Emerging telepresence technologies in hybrid learning environmentsACM Interactions
The article reports on a CHI 2022 workshop that examined emerging telepresence technologies for hybrid learning. It begins by critiquing conventional videoconferencing tools (Zoom, Teams) as inadequate for hybrid classroom interaction, especially for design activities and physical artifact manipulation. The authors then outline the potential of emerging telepresence solutions—mobile and stationary robots, robotic arms, XR systems, 360° cameras, haptic devices—to convey non‑verbal cues and improve inclusion of remote learners, while also noting their current limitations (lack of manipulators, privacy concerns, ergonomics). The workshop featured a keynote by Laurel Riek and four paper presentations covering robots as teachers/students, ungrounded haptic force devices, XR‑based immersive capture (the Owl), and assistance‑recruitment interactions. Participants evaluated existing telepresence practices against traditional videoconferencing, discussing embodiment, usability, and social impact. A design sprint generated three clusters of recommendations: (1) improve robot communication (embodiment, omnidirectional video, haptics, AI‑based augmentation), (2) redesign classrooms for hybrid scenarios (fixed screens, spatial maps, shared digital tools, “digital twin” microphones), and (3) adapt teaching strategies to actively include remote participants (pairing, shared views, gamified courtesy, time‑zone awareness). The authors identify technical challenges (connectivity, lag, resolution), equity issues (cost, infrastructure, Wi‑Fi), and privacy/ethical concerns. Future research directions include studies on 360° camera immersion, privacy and data‑sharing policies, social guidelines, accessible controls, and ethics of equal inclusion. The conclusion emphasizes the growing HCI interest in telepresence post‑pandemic and calls for continued interdisciplinary work to create equitable, sociotechnical hybrid learning environments.
Topics
Limitations of Conventional Videoconferencing for Hybrid Classroom Interaction
Analysis of why tools like Zoom and Microsoft Teams fall short in hybrid learning contexts, especially for group work, design activities, and physical artifact manipulation.
Affordances and Constraints of Emerging Telepresence Technologies
Overview of mobile/ stationary telepresence robots, robotic arms, XR systems, 360° cameras, and haptic devices, highlighting their ability to convey non‑verbal cues and the current technical or ergonomic limitations.
Workshop Structure and Core Paper Contributions
Summary of the CHI 2022 workshop format, keynote by Laurel Riek, and four presented papers covering robots as educators/learners, ungrounded haptic force devices, XR‑based immersive capture (the Owl), and assistance‑recruitment interactions.
Comparative Evaluation: Telepresence Tools vs Traditional Videoconferencing
Discussion of embodiment, usability, and social impact when comparing emerging telepresence solutions to conventional video calls, emphasizing how embodiment influences remote presence.
Design Sprint Recommendations: Enhancing Robot Communication, Classroom Design, and Teaching Strategies
Three thematic outcome clusters from the design sprint: (1) richer robot embodiment and immersive communication, (2) hybrid‑friendly classroom layouts and shared digital tools, (3) pedagogical practices that actively integrate remote learners.
Identified Challenges: Technical, Equity, Privacy, and Usability Concerns
Enumeration of obstacles such as connectivity lag, cost and infrastructure barriers, privacy risks, and ergonomic issues that could hinder equitable telepresence adoption.
Future Research Directions for Inclusive Hybrid Telepresence
Proposed research agenda including 360° camera immersion studies, privacy and data‑sharing frameworks, social guidelines, accessible control designs, and ethical considerations for equal inclusion.